Increased attention to genre in writing studies has brought a proliferation of new terms and concepts for capturing the complexity of writers’ knowledge about genres, including genre knowledge, genre awareness, recontextualization, conditional knowledge, and metacognition. Definitions of these concepts have at times conflicted, and their interrelationships are often unclear. Furthermore, scholarship has tended to overlook the role of multiple languages in writers’ genre knowledge. In this article, we first trace the use of related terminology and demonstrate the need for theoretical clarity. We then propose a theoretical framework that articulates key layers of genre knowledge and their interrelations, presuming a multilingual writer. Finally, we share examples of how this proposed framework may be used in teaching and researching genre knowledge. Ultimately, we aim to contribute to ongoing theoretical, empirical, and pedagogical explorations and applications of knowing and learning genres.

在写作研究中对体裁的日益关注带来了新的术语和概念，以捕捉作家关于体裁的知识的复杂性，包括体裁知识，体裁意识，重新语境化，条件知识和元认知。这些概念的定义有时会冲突，并且它们之间的相互关系通常不清楚。此外，学术研究往往忽略了多种语言在作家体裁知识中的作用。在本文中，我们首先跟踪相关术语的使用并证明需要理论上的明确性。然后，我们提出一种理论框架，该框架阐明了体裁知识的关键层及其相互关系，并假设使用多种语言。最后，我们分享了如何在教学和研究体裁知识中使用此提议框架的示例。